A textbook for students preparing for real-world practice, Think Like a Nurse provides a clear method for learning clinical judgment. Most students struggle to put the clinical picture together and think like a nurse! This unique textbook prepares nursing students for real-world practice by helping them understand what content is most important to nursing practice and provides clear methods and practical strategies for learning to develop clinical judgment. Includes a set of active learning tools that transform the way students learn, including case studies, worksheets, and quick reference guides.

Every time I have re-looked at it, I see new things or I see them with a different perspective. Your book has helped me to recognize my own personal growth. It has been the most foundational book in all of my nursing education thus far. This book is a powerful resource for nursing students. I recommend this book to nurse educators, nursing students, and anyone who wants to deeply understand the profession of nursing.

Transform the way you teach. Hit enter to search or ESC to close. Practical Preparation for Professional Practice 2nd Ed. SKU: eafb60a-1 Category: Description Additional information. A quick medication guide, sample patient assessment form, and care planning map make learning active, so students retain the knowledge gained. Simple quiz with reflections that get to the heart of successful nursing.

Identify areas of weakness so students can convert them to a strength! How to thrive, not merely survive while a student. Practical principles that will help decrease student stress and anxiety while a student.

Help your students see the patient, not just the tasks to provide authentic, holistic care. Two questions that must be asked to every student in the clinical setting to help develop caring and the art of nursing. Students are members of a profession. Defining and explaining incivility is clearly presented so students can live out the values and ethics of the nursing profession. What is the most important thing students must know about every medication administered? The short answer: The mechanism of action.

My book explains why.Therefore most of my students passed meds every clinical and I even looked for opportunities to insert catheters and nasogastric tubes. These questions must be asked repeatedly throughout the clinical day as students collect data from the chart, collect the first set of vital signs and assessment data, as well as at the end of the clinical day with any possible changes. You can strengthen these aspects of clinical reasoning by using the first case study in my brand-new series of three sequential case studies titled Clinical Reasoning Sepsis is an insidious killer that often goes unrecognized until it is to late.

Jean Kelly is an year-old woman who has been feeling more fatigued the last three days and has had a fever the last twenty-four hours. She reports a painful, burning sensation when she urinates as well as frequency of urination the last week.

Her daughter became concerned and brought her to the emergency department ED when she did not know what day it was. She is mentally alert with no history of confusion. While taking her bath today, she was weak and unable to get out of the tub and used her personal life alert button to call for medical assistance. What nurse collected clinical data did you recognize as relevant and why? These are my observations fully developed answer key with rationale included in purchased case study.

Once relevant clinical data is recognized, now the nurse needs to do something. The following four questions close out this brief clinical reasoning case study:. Because this case study is open ended it is readily apparent if relevant clinical data was missed by students.

If you are teaching in the clinical setting, during post-conference, once reflection of the clinical day has taken place, finish strong and use this case study for the last 15 minutes to practice clinical reasoning with a topic relevant to your clinical setting.

In order to clinically reason, students must be able to recognize relevant clinical data as well as interpret this data correctly by identifying correct nursing priorities. Use my new series of Cinical Reasoning to develop and practice the thinking of this essential skill. When clinical reasoning is understood, applied and used by students in the clinical setting you will have accomplished the primary objective of clinical education…student safety.

Emphasizes the essence of clinical reasoning and the importance of identifying and interpreting RELEVANT clinical data of the initial scenario, VS, assessment, and labs to establish the correct nursing priority. Builds on the essence of clinical reasoning by emphasizing the nurse thinking skill of recognizing clinical relationships. Most educators struggle to engage students and develop their ability to put the pieces of the clinical puzzle together to think more like a nurse.The articles prior to January are part of the back file collection and are not available with a current paid subscription.

To access the article, you may purchase it or purchase the complete back file collection here. One aim of nursing education is to help students learn to be beginning practitioners, which includes making clinical judgments that ensure patient safety. Clinical judgments often determine how quickly nurses detect a life-threatening complication, how soon patients leave the hospital, or how quickly patients learn to take care of themselves. However, current research shows that new graduates do not perform well when making clinical judgments, despite having graduated from accredited schools of nursing and passing the NCLEX examination.

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This descriptive, qualitative study examined the perceptions of recent nursing graduates about learning to make clinical judgments. Graduates with baccalaureate degrees in nursing were interviewed three times in 9 months to determine their perceptions of how they learned to think like nurses. The results of this study should be useful in identifying strategies to help new graduates make the transition from students to registered nurses.

Address correspondence to Sharon A. Several months after beginning work as a registered nurse, a new graduate shared how it felt to begin work in her chosen profession: The biggest surprise about nursing is the fact that I am just overwhelmed at the fact that I am responsible for the care and the lives of seven people every night and I am only 22 years old!

I always get all stressed at the beginning of shift getting all the meds and assessments done. I am on my own and ask tons of questions—nursing decisions call for all sorts of questions. Students report that when they first enter the nursing major they are unaware of the complexity of thinking and problem solving that occurs in the clinical setting.

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In a small pilot study, Etheridge learned that nursing students were surprised by the amount and types of clinical nursing judgments required of nurses. They began nursing education with the idea that physicians would direct their actions and seemed overwhelmed with the clinical nursing judgments they were required to make following graduation.

This seems to indicate a lack of understanding of their role as nurses in making clinical judgments, in the process of decision making, and perhaps in the volume of knowledge needed to make clinical judgments. Thus, it is possible that many nursing graduates will not have accurate perceptions of the demand placed on them to make correct clinical judgments.

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One aim of nursing education is to help students become beginning practitioners in nursing who are capable of making clinical judgments that ensure patient safety. The move toward more complex intellectual abilities appears to proceed sequentially and at varying rates along a continuum Baxter Magolda, ; King, In addition, Frisch and Valiga found that nursing graduates were at the same stage of development as other college graduates, which means they did not have the knowledge or ability to make clinical judgments.

When applied to the understanding of clinical judgments in nursing, these findings are troubling. The concern is that the epistemological demands are beyond what the new nursing graduate believes he or she is capable of meeting. Our research addressed the following question: What are the perceptions of new nursing graduates about clinical nursing judgments and the education involved in learning how to make such judgments? By addressing the question, this study also explored experiences the new graduates considered helpful in learning to make clinical nursing judgments and their beliefs about their role in making clinical nursing judgments.

This descriptive, longitudinal, phenomenological study used semi-structured interviews to study the meaning of making clinical nursing judgments.The articles prior to January are part of the back file collection and are not available with a current paid subscription. To access the article, you may purchase it or purchase the complete back file collection here. Reverse case study is a collaborative, innovative, active learning strategy that nurse educators can use in the classroom.

Groups of students develop a case study and a care plan from a list of medications and a short two- to three-sentence scenario. The students apply the nursing process to thoroughly develop a complete case study written as a concept map.

The strategy builds on previous learned information and applies the information to new content, thus promoting critical thinking and problem solving. Reverse case study has been used in both associate and baccalaureate nursing degree theory courses to generate discussion and assist students in thinking like a nurse.

think like a nurse case studies

Address correspondence to Deborah A. Nursing educators are challenged to develop learner-centered teaching strategies that promote students to think critically, problem solve, and develop clinical reasoning skills. However, many nursing faculty continue to teach using a lecture mode because of a perceived need to deliver all of the content to students.

The result is the need for students to memorize and not internalize the information. This becomes evident in subsequent nursing classes and in clinical laboratory experiences when students cannot apply previously learned concepts.

Students in the lecture-driven classroom may not complete assigned reading or other prepatory work because the teacher will often discuss important information during the lecture. Students need to become better learners, and for this to occur, faculty need to become better facilitators to promote self-learning in students. One way to accomplish this is to create and use learner-centered or active learning strategies in the classroom.

This article describes combining two active strategies, case studies and concept mapping, into one strategy, a reverse case study, to promote critical thinking and problem solving. Youngblood and Beitz reported that active learning strategies promote critical thinking. Both case studies and concept mapping have been identified as active learning strategies.

Oermann identified active learning strategies that keep students involved and focused in the classroom. The traditional case study is presented to students in many different ways. The case may be a short scenario that will have students discuss one or two concepts, or it may be a multiple page and situation case. Both formats require that students use previously learned material and incorporate the material with potentially new concepts to plan care, discuss actions, and anticipate outcomes.

Case studies can be assigned as individual, collaborative, and classroom teaching strategies. Lunney concluded that case studies are effective tools to assist nursing students apply nursing knowledge. Concept maps are a visual presentation of concepts and the relationship of the concepts. Baugh and Mellott described the clinical concept map as an effective learning and evaluation tool.

Quinn, Mintzes, and Laws demonstrated that successive concept mapping improved between the first and final maps in their study. Wilgis and McConnell also noted improved concept mapping scores using case studies in an orientation program for graduate nurses.

Using this postconference strategy, the author developed a cooperative classroom active learning strategy, called the reverse case study. Reverse case study uses the combination of case study and modified concept mapping. The strategy was developed as a cooperative active learning strategy and used in both associate and baccalaureate nursing degree courses. Groups of three or four students are created, and verbal instructions are given to guide the groups in the process of developing the reverse case study and concept map.

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Each group is given a concept map with blocks in which to record the information. Every student is given a directions page, and students are instructed to read through all of the steps of the exercise before beginning.

Current course. Previous medical history. Assessment data.Case studies remain the most effective learning tool for teaching practice-based professions because they contextualize theoretical content, allowing students to apply their knowledge to the bedside.

Most educators struggle to engage students and get them to be willing partners in the learning process. These case studies are unique because they emphasize the nurse thinking skill of clinical reasoning using my practice based model derived from Dr. Chris Tanner and Dr. But like Mikey in the old Life cereal commercials, students like it! It was incredibly helpful to look at it from a real life scenario and made it much easier to remember and think critically about what we were learning.

As a nurse educator who remains current in clinical practice, I developed a practical and sequential model that helps students clinically reason, understand and apply essential content where it matters most…to the bedside of patient care!

Transform the way you teach. Hit enter to search or ESC to close. Case Studies. Prepare your students for real-world practice. View More. View Topics for Purchase. Case studies remain one of the most effective tools to teach a practice-based profession because it contextualizes abstract textbook content to the bedside and should be the foundation of active learning in the classroom. Depending on the level of your students, choose the case study format that will engage them with relevant active learning to help them think like a nurse and better prepare them for real-world practice!

Ideal for clinical replacement activities or simulation! Educators also like them…. Each case study comes complete with: Blank student version writable PDF doc. Fully developed answer key supported by the literature PDF doc. Browse Can Caring Be Taught?But it does much more. This workshop is a full day presentation 6 hours content that incorporates numerous breakout sessions and hands-on strategies to implement the paradigm changes that are required to radically transform nursing education based on the work of Patricia Benner and the co-authors in Educating Nurses: A Call for Radical Transformation.

These paradigm changes include the need to contextualize theory content to the bedside so students can see why it is relevant, greater integration of classroom and clinical education, and emphasis of clinical reasoning throughout the curriculum.

Practical tools that the presenter has created and successfully used in his program to make transformation possible will be provided so that each participant can make transformational change to their program as well! But lasting change requires more than tools. Needed paradigm shifts are shared so that in addition to transforming nursing education, the nurse educator is also included in this transformational process!

A vision of transforming the nursing profession is communicated that includes discussing the cancer of incivility that remains all too common in nursing and nursing education. Practical strategies to directly and respectfully address incivility and bullying in both the academic and clinical contexts are discussed. Transform the way you teach. Hit enter to search or ESC to close.

Identify the reasons that the academic-practice gap persists in nursing education. Describe the traits of excellence that nurse educators need to demonstrate. Identify the three paradigm shifts that are needed to best prepare students for clinical practice. Identify the most important content in the curriculum that must be deeply understood to better prepare students for professional practice.

Describe the components of clinical reasoning. Explore how clinical reasoning benefits student learning and can improve patient outcomes.

Tools that prepare nursing students for practice

Explain how clinical reasoning is utilized to make a correct clinical judgment. List the 12 questions that identify the sequential steps of clinical reasoning a nurse uses in practice. Construct your own clinical reasoning scenario and case study based on a template provided by the presenter. Describe how caring behaviors and nurse engagement improve patient outcomes.

Identify teaching strategies that will prepare students to think like a nurse in the classroom setting.

think like a nurse case studies

Identify teaching strategies that will prepare students to think like a nurse in the clinical setting. Apply clinical reasoning in clinical paperwork and an alternative clinical assignment that allow students to practice nurse thinking. Compare and contrast uncivil behaviors in clinical practice with those most commonly seen in academia.

Identify practical strategies to reduce incivility in nursing and nursing education.

Learning to Think Like a Nurse: Stories From New Nurse Graduates

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Learn How to Deepen Active Learning in the Classroom

This field is for validation purposes and should be left unchanged.Active learning tools for educators and students to prepare for real-world clinical practice. Think Like a Nurse Membership Get all-inclusive access to everything needed to best prepare students for practice and licensure. For Educators Clinical Judgment Textbooks Engaging, interactive texts with tools for educators, students, and new nurses.

Keith conducted a full day workshop for our nursing department. It was an awesome day filled with immediately utilizable applications for both theory classes and clinical experiences. The faculty is eager to implement his clinical reasoning strategies to strengthen student learning. Keith's clinical reasoning case studies really helped my students to identify relevant data, make connections and recognize nursing priorities.

His clinical reasoning questions helped my students achieve a deeper understanding of their complex medical patients. Thank you so much for all that you do!

I have just received my copy of Think Like a Nurse and I am so excited to incorporate your wonderful ideas into our first year ADN curriculum! It made our class so much more fun than the traditional "death by power point".

think like a nurse case studies

Thank you! I LOVE the new case studies, and they are especially appreciated by my students. Thanks for all the work you are doing to enhance student learning! They were so engrossed in it that when I told them it was time to stop and discuss,for the first time ever asked for extra time to complete it! Great success! The students loved it, I loved it, and they report feeling much better prepared for patient care.

Reverse Case Study: To Think like a Nurse

Transform the way you teach. Hit enter to search or ESC to close. Tools that prepare nursing students for practice. Latest Coronavirus Resources Five new case studies cover clinical dilemmas, ICU transfer, nursing priorities and more.

Reverse Case Study: A New Perspective on an Existing Teaching Strategy

KeithRN Store Active learning tools for educators and students to prepare for real-world clinical practice. For Educators. Clinical Judgment Textbooks Engaging, interactive texts with tools for educators, students, and new nurses. From the Blog. View More. What Others Say. Browse Can Caring Be Taught? Subscribe Sign up now to receive the latest updates and offers from KeithRN! This field is for validation purposes and should be left unchanged. Learn More!

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